《研究生英语学术论文写作基础》杨炳钧参考答案.doc

研究生英语学术论文写作基础教师参考作者：杨炳钧复旦大学出版社，2009年第一部分学术论文基本构件及其写法课前准备【提示】该环节可以让学生充分表达自己的看法，对错可以先不判定，本章学完之后再回过头加以分析。1)The Methods of Improve your Oral English in Native Chinese-speaking School【解答】首先，这个标题有语法错误和大小写错误，应当修改为The Methods of Improving Your Oral English in Native Chinese-speaking School；其次，其中的代词your用得不合适，因为它是一种对话口吻，一般不适宜于学术论文；另外，标题中一般尽可能不用功能词，即介词、冠词、连词等。如果要改进这个标题，可以表达为Methods of Improving College Students Oral English in China等。2)The study of Chinese Teaching in Thailand Overseas School【解答】该标题修饰关系不清，大小写有误，study等多余。可以改进为Teaching Chinese in Schools in Thailand等。3)A New Opportunity to the moral development of rural left-behind children【解答】该标题大小写有误；new的用法值得考虑，因为除非已经有所谓的opportunity，否则就没有什么new；修饰关系也有问题，尤其是to用得不对。可以改进为Opportunity for the Moral Development of Left-behind Children in Rural Regions等。4)The H2O2-biosensor based on PVP and Nano-Au【解答】这个标题相对较好，但大小写还有问题，冠词多余，限定不够明确。可以修改为Developing H2O2-biosensor Based on PVP and Nano-Au等。5)The identification of PCV2 Gene【解答】该标题主要毛病是冠词多余，限定不够。如果是研究如何辨别，那么可以修改为How to identify PCV2 Gene?或Identifying PCV2 Gene等。6)advantages and challenges of electroplating on Magnesium alloys【解答】这个标题的问题是大小写不规范。应当修改为Advantages and Challenges of Electroplating on Magnesium Alloys等。7)The impact of threatening information on pain recover time【解答】按照英式大小写，该标题大小写是规范的，但recover的修饰关系不明确；另外，冠词the可以省略。修改为Impact of threatening information on pain recovery time或Impact of Threatening Information on Pain Recovery Time等。8)The Issues of Copyright in Cyber-space【解答】这个标题相对较好，没太大问题。可以把the省略。9)Research on students achievement assessment in mathematics.【解答】这个标题中的research这个词是多余的，而末尾的句点则是一个严重标题错误。应当修改为Assessment of students achievement in mathematics或Assessment of Students Achievement in Mathematics等。10)the diet problem in China【解答】这个标题大小写不规范，冠词多余，话题太大、太泛，不像学术论文标题。可以修改为Causes of the diet problem in China或Causes of the Diet Problem in China等。【注】标题之首的冠词一般省略，而内部修饰关系中的冠词看情况来定。标题的基本类别【提示】这部分可以采取让学生合上课本来思考标题类别的形式授课。拟定论文标题的基本原则【提示】可以问学生哪个原则最为重要。我们认为，可检索原则是最为重要的，只有充分体现该原则，论文才有生命力。课后练习练习一：【解答】Discourse Markers in Spontaneous Speech: Oh What a Difference an Oh Makes该标题简练而富有吸引力，其中前半部是主题，后半部是一个典型例证，而且这个例证又从一个侧面说明Oh这个话语标记的重要作用。Repeating Words in Spontaneous Speech该标题是常见的直接进入核心主题式的标题，简洁清晰。练习二：【解答】（1）A model of eye movements虽然比较规范，但过于宽泛，应当加以限定。（2）Elephants hear, elephants do虽然显得很新颖，但可检索性很差。（3）Beauty is not simply in the eye of the beholder不像个表题，因为一般来说标题不能用句子表达，除非是问句或感叹句，另外没有科学意义上的关键词，可检索性差。（4）A study of English car magazines published in China中的a study是多余的，另外，English car magazines的意思不清楚。（5）Reducing air pollution in urban areas: The role of urban planners是一个很不错的标题。练习三：参见前面的分析第二章如何写姓名、单位以及致谢？课前准备【提示】论文中的致谢不仅可以用来感谢直接对论文做出过贡献、提供过帮助或建议的人，也可以用来感谢提供资助和研究条件的单位，甚至还可以用来感谢间接对论文做出贡献的人，比如自己的亲友等。当然，学术论文中的主要看重有直接贡献的。署名与单位的作用【提示】版权转让协议中最为关键的是作者的签名。在英美国家，没有签名的文件是无效的，没有法律效力。中国人姓名的英文写法【提示】比较折中的做法是在国际交流中应当采用国际人士看起来一目了然，不至于误解的写法；而在国内采取国家标准规定的写法。课后练习练习一：【解答】 作者一个是Jean E. Fox Tree，另一个是Josef C. Schrock，共两位；其中前一个作者名为Jean E., 姓为Fox Tree，如果姓为Tree, 那么按这里的书写规律，应当写为Jean E. F. Tree；另一个作者名为Josef C., 姓为Schrock。单位为加州大学Santa Cruz分校。致谢中作者首先说明了基金资助情况（University of California提供的教师研究基金，University of California社会科学部研究奖，University of California提供的事业奖），之后作者感谢Herbert Clark提供资料和建议，感谢学生帮忙准备和执行实验，特别感谢Jennifer Black, Duane Cleghorn, Duane Cobb, Ben Nisenbaum和Taylor Norrish等人，最后感谢了三个匿名审稿人，还附带说明录音转述资料可以通过作者获取。这里要说明的是，感谢匿名审稿人非常重要，因为它可以从侧面说明刊物的严肃性和公正性。另外，某些刊物在作者姓名下就留下详细的联系地址，而有些则在其他位置留下详细地址。练习二：【解答】根据自己的情况来写，关键在于符合规范。【提示】汉语可以不用或少用连接词，英语则必须依赖连接词来进行表达。第三章摘要的特点及其写法课前准备【提示】英文摘要不是汉语摘要的一对一的译文。当然，如果汉语摘要和英语摘要都严格按照大多数定量研究所规定规范来写，那么以一对一的翻译也是可以接受的。【解答】该摘要第一句话实际上是“研究目的”，即研究food habits；第二句话是研究的背景理论或观点；第三和第四句讲的是“研究方法”；第五、六句是“研究结果”；最后两句话是结论。摘要的基本结构和写法【提示】无论如何写，摘要都不能与引言和结论中的句子完全重复。它们各自的作用并不同。【提示】一般少用this paper/article/manuscript等表达，开门见山地直接用所涉及的变量或对象来进行说明。这里举例子时用得比较多，原因是缺乏上下文而只举些简单的例子。关键词与概要【提示】有些学位论文每一章结束时都可以进行一个小的总结，也成为summary，目的就是把该章的主要内容加以高度概括。课后练习练习一：【解答】Acquisition of a Personal Morality: Chinese Educational Perspectives这个摘要的标题是合适的。内容包括：背景Acquisition of a personal morality is one of the most important topics addressed by social and educational theorists. 目的We review ancient and modern Chinese scholarly perspectives related to the acquisition of personal morality, and present our conclusions, 结论that morality is best conveyed through education, and needs to be an essential component of a basic K-12 secular educational curriculum.这个摘要中review一词表明了其研究方法是综述或评述。总体来看内容比较合理。不过，“结论”部分的语言表达需要作如下改进：We review ancient and modern Chinese scholarly perspectives related to the acquisition of personal morality. It can be concluded that morality is best conveyed through education, and it needs to be an essential component of a basic K-12 secular educational curriculum.The Clone of Upstream Control Sequence of Bombyx mandarina Sericin1 Gene这个摘要的标题需要改进，根据内容应当修改为Comparing the upstream regulation sequence of silkworm sericin gene内容包括：背景 第1、2句研究目的和方法 第3、4句研究结论 第5句时态和有些表达表达不当，应当修改如下：Abstract: The sericin1 gene is the main expression gene which expresses the sericin protein, and its sequence and structure has been studied in detail. Its upstream regulation sequence has much influence on the expression and regulation of the gene. This research compared the upstream regulation sequence of silkworm sericin gene with that of sericin gene of different Bombyx mandarina from different areas through PCR, analysed the polymoriphyism of Bombyx mandarina sequences by comparing the difference among sequences. The results indicated that the upstream regulation sequence of sericin gene between silkworm and Bombyx mandarina was highly homologous.Keywords: sericin gene; upstream control sequence; polymoriphyism; Bombyx mandarina Study of characteristics of DFB laser with optical feedback这个摘要的标题需要改进，根据内容应当修改为Output characteristics of DFB lasers subjected to optical feedback背景 第1、2句研究目的和方法 in this paper 到 the simulation results之前研究结论 剩余部分时态、标点有些表达不当，应当修改如下：Abstract: With the development of optical communication, semiconductor lasers become indispensable in long distance communication and information processing, but they are very sensitive to external optical feedback and tend to yield nonlinear dynamic output. Based on the theoretical model of semiconductor lasers with external-cavity optical feedback by Lang-Kobayashi, the output characteristics of DFB lasers subjected to optical feedback are studied in this paper. The simulation results showed that, under the optical feedback, the output of DFB lasers are affected by feedback strength and feedback delay time. When the feedback strength and feedback delay time are increased, DFB lasers exhibit stable period-one oscillation, period-two oscillation, multi-period oscillation, deterministic chaos and many other complex nonlinear instabilities. When the DFB lasers exhibit chaotic characteristics, the output of the semiconductor lasers is complicated, irregular, and noise-like sub-nanosecond pulse waveform. Key words: DFB laser; external-cavity; optical feedback练习二：【解答】引言，背景，目的，假设，方法，结果，讨论，结论。这几个部分中，“引言”和“讨论”不能在摘要中出现。其他部分都可以在摘要中出现，但要简明扼要。第四章引言部分的构成及其写法课前准备【提示】学生自由回答，尽可能发挥想象。引言内的常用表达【提示】虽然类似于in this paper/article等表达好学、好用，但写得好的摘要一般很少见到这样的表达。课后练习【解答】引言一研究背景：One of the ways spontaneous talk differs from planned talk is the presence of discourse markers such as well, I mean, like, and oh. Discourse markers are rarely found in prepared or rehearsed speeches, but rarely absent in conversations. Many novelists make use of this distinction; their descriptions of the setting or plot have no you knows and so anyways, but the characters dialogues do. The presence of these words creates a naturalistic conversational effect. However, they may do even more, including highlighting important elements in a narrative, helping listeners follow a speakers train of thought, helping listeners recover from a repair, and explicitly showing the relationship between two utterances, such as whether the upcoming utterance is in contrast to the prior utterance, is an elaboration of the prior utterance, or is unrelated to the prior utterance (Erman, 1986, 1987; Flowerdew & Tauroza, 1995; Jucker, 1993; Levelt, 1989; Redeker, 1990; Schiffrin, 1987; Schourup, 1985).研究问题和可能突破口：Discourse markers may be infrequent in prepared manuscripts and speeches because these forms of communication allow advance planning and extensive revision time. In contrast, they may be frequent in spontaneous talk because that is where people need help organizing and expressing ideas. 研究目的和论文框架：In this paper, we take a closer look at the discourse marker oh. First we will review what analyses of spontaneous talk suggest about how oh is used, and then we will present results of five experiments where we tested how oh affects listeners comprehension. 引言二研究背景：Spontaneous speech is filled with disfluenciesunwanted pauses, elongated segments, fillers (such as uh and um), editing expressions (such as I mean and you know), word fragments, self-corrections, and repeated words. Most disfluencies seem to reflect planning problems. When speakers cannot formulate an entire utterance at once, they may suspend their speech and introduce a pause or filler before going on. And when speakers change their minds about what they are saying, they may suspend their speech and then add to, delete, or replace words they have already produced. Disfluencies have long been used as evidence of planning (e.g., Clark, 1996; Goldman-Eisler, 1968; Levelt, 1983, 1989; Maclay & Osgood, 1959; Schegloff, Jefferson, & Sacks, 1977). 研究目的和举例：In this paper we investigate the origins of repeated words. Consider an utterance in which Reynard is speaking to Sam: (1) yes, I uh I wouldnt be surprised at that, I really wouldnt, (1.1.278).1After Reynard produces I uh, he could have continued wouldnt be surprised at that, but he repeats I first. The puzzle is why. Repeating I takes extra time and effort. It is redundant. And by most accounts it ought to make the utterance harder to understand, since there is no English clause of the form I I wouldnt be surprised at that. Speakers seem to have good reasons for not repeating words, yet they often do. Repeated words are one of the most common disfluencies in spontaneous speech (Deese, 1984; Maclay & Osgood, 1959). 研究状况及存在的问题：Disfluencies have been viewed from two perspectives. In one tradition, they are treated mainly as the outcome of processes that, once initiated, run off without intervention. We will call these pure processes. In (1), for example, Reynard might have repeated I because it was the most highly activated word when he resumed speaking after uh, and he couldnt help but produce it. Accounts in the process tradition tend to eschew appeals to intentions, purposes, or monitoring. In a second tradition, disfluencies are viewed mainly as the result of certain strategiesprocesses with options under a persons control. In (1), Reynard might have repeated I because, in the words of Maclay and Osgood (1959), he wanted to produce some kind of signal (m, er, or perhaps a repetition of the immediately preceding unit) which says, in effect, Im still in controldont interrupt me! (p. 59). Accounts in the strategy tradition generally do appeal to intentions, purposes, and monitoring. These two traditions, however, offer complementary, not conflicting perspectives on disfluencies. Most pure processes are deployed in the service of strategiesultimately, what speakers are trying to do by speaking. At the same time, no strategy can work without deploying pure processes. The contrast partly reflects the evidence appealed to. Pure processes have generally been studied in controlled laboratory speech, where speakers have few if any options. Strategies have generally been suggested for spontaneous speech, where speakers have a plethora of options and the opportunities for taking them. We will focus on strategies while taking note of the relevant pure processes. 研究目的、研究框架、取材In this paper we propose a commit-and-restore model of repeated words. We first lay out the model, an extension of the model of repairs from Levelt (1983, 1989), and describe three hypotheses that follow from it. We then test the hypotheses as they apply to English articles and personal pronouns. The evidence we use comes from two large corpora of spontaneous speech, one American and one British.第五章如何综述文献？课前准备【提示】：目前国内出版的刊物中有相当一部分不要求做文献综述，这是不规范的。审稿专家读的再多，也不能穷尽每一个领域的任何方面，不可能在没有文献综述的情况下就判定研究是否有价值。文献综述中的常见问题【提示】不少人认为文献综述的价值一定比研究论文低。这是一种偏见。文献综述如果做得好，那么它的价值不亚于研究论文。课后练习【解答】该综述具有以下特点：结构紧凑合理，先依据文献提出争论的问题，然后用Here we divide repeats into four stages这个句子引出下述的four stages;其中还用了一些例子说明。 此后，以下一段引向了four stages中提到的processes，提出正是这些processes的组合导致了repeated words(It is their combination that leads to repeated words.)。然后作者说If we are to account for repeats, we must account for their combination. We now turn to three hypotheses about the sources of repeats. 步骤交待很清晰。下文谈的就是三个假设。最后一段先简单概括（Repeating a word, in short, consists of several processes in successioninitial commitment, suspension of speech, dealing with a hiatus, and restarting a constituent. We have proposed three hypotheses covering one or more of these stages.），然后交待下文要做什么（We will take up each one in turn.）。第六章 假设的提出与写作课前准备【解答】1） After nine months, the percentage of overseas students in problems of listening, speaking, writing and reading will be changed/descended. 不符合假设的要求，只有一个变量（percentage）。2） The Chinese environment can improve the overseas students understanding abilites more than their communicating abilites. 这个假设有两个变量（The Chinese environment can improve the overseas students understanding abilites），也有比较。是一个合适的假设3） If students own the same listening, we will disscuss the speaking providing will lead to writing and reading improvement. 这个假设前半部是条件部分，但与后半部没有直接关系，主语也不同，后半部又由we will discuss开头，更像研究目的。不是合适的假设4） If you put yourself close to the native language speaking atomsphere, then your foreign language study will be greatly improved. 这实际上是一个条件和条件下的结果，没有把变量和变量之间的关系表述出来，不是一个合适的假设。5） The hypothesis is that reading, speaking and listening ability of overseas students are decreased while writing ability is enhanced. 这虽然以hypothesis开头，但内容不是假设，只是描述了一个现象。课后练习【解答】练习一：请你分析本教材范文（Clark, H.H. & Wasow, T. (1998). Repeating words in spontaneous speech, Cognitive Psychology 37, 201242.）中的假设的特点。The hypothesis, then, is that many suspensions are prompted by planning difficulties at the conceptual or syntactic level: 该假设的“the hypothesis, then, is that”是一个引子，引出后面的假设， 假设中的两个变量是suspensions和planning difficulties，变量间的关系是prompt；其余部分是限制条件。The complexity hypothesis. All other things being equal, the more complex a constituent, the more likely speakers are to suspend speaking after an initial commitment to it. 该假设中的All other things being equal是个条件限制，speakers和speaking是变量，more likely suspend是变量间的关系。For speakers to repeat the part of a constituent prior to the suspension, that part must be accessible both at stage I and at stage IV. Let us call this the accessibility hypothesis. 这个假设的变量是that part和stage I, stage IV，相互关系是accessible，For speakers to repeat the part of a constituent prior to the suspension是条件，后一句子是个引子。The continuity hypothesis. All other things being equal, speakers prefer to produce constituents with a continuous delivery. 这个假设的结构与上述第二个一致。By the activation hypothesis, in contrast, the longer the hiatus, the less active the previous word should be and the less often speakers should repeat it. 这个假设中By the activation hypothesis, in contrast是个引子，变量是hiatus，previous word以及speakers，关系是should be和should repeat.The commitment hypothesis. Some initial commitments to constituents are preliminary, with speakers already expecting, at some level of processing, to suspend speaking immediately afterward. 这个假设中的变量是initial commitments to constituents和speaking，关系是are preliminary to suspend，其余是条件。练习二：这篇论文中的假设部分首先概述相关结论（There are at least three ways that oh could influence listeners comprehension. It could have no effect, a negative effect, or a beneficial effect.），作者支持最后一种观点，即（oh benefits comprehension），然后作者说明了两种可能机制（There are two possible mechanisms by which oh might benefit comprehension. We will call them the disjuncture mechanism and the expectation mechanism），概括得出一个结论（Both mechanisms lead to the prediction that comprehension will be better when oh is present than when oh is absent.），最后提出假设（it is possible to argue that oh has no effect or a detrimental effect.）。练习三：定性描述不用数据，例如：Upon arriving in China the biggest language problem for overseas students is to understand spoken Chinese. It would seem that, among other reasons, the main reasons for this are difficulties in understanding varieties of dialects and local accents and the speed of speaking. Nine months later the problem declines into third place and speaking and writing become the major difficulties. It is generally agreed that the main reasons for this are the complexity of Chinese characters and the varieties of Chinese dialects. 课前练习中的The Chinese environment can improve the overseas students understanding abilites more than their communicating abilites.可以作为一个假设。第七章 方法部分的组成与写作课前准备【提示】方法的形式可以不同，但无论什么研究，都应该有合理的研究方法，没有方法而漫无边际地讨论、研究，显然是不科学的。如果人文社会科学研究中方法交待得很清楚，那么研究的科学性显然就提高了。课后练习：【解答】（1）各个部分包括哪些主要内容？Participants部分介绍了被试数量（34），来源（UCSC，即University of California at Santa Cluz），属性（native speakers），例外情况（6）。Materials部分说明了材料来源（Materials were taken from a corpus of spontaneous narratives collected by Herbert Clark at Stanford University），对材料的处理情况（余下的内容）。Design部分通过对two lists的处理的不同说明了具体的设计，特别注意tones were recorded to c